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The Future is Now!

Co-creating meaningful education
The 5-6th of June 2019 - Pre-conference June 4, 2019
Hogeschool de Kempel, The Netherlands

Showcases june 6, 2019

View the schedule of the available workshops and/or choose one of the titles below for more information.
Rachel Bolstad (NZL): Curriculum for the Future
Rachel Bolstad is Senior Researcher at the New Zealand Council for Educational Research (NZCER). She is co-author of two Key Competencies for the Future (NZCER, 2014) and Disciplining and drafting or 21st century learning (NZCER, 2008). Rachel constantly strives to develop her own thinking and that of other people about how our learning and education systems can change to match the opportunities and demands of a complex and changing world. She developed a game called Curriculum for the Future, designed to enter into dialogue with different groups about future-oriented education.

Curriculum for the Future
In this interactive workshop we play Curriculum for the Future, a live-action role-play in which groups take responsibility for discussing various proposals for what "the Curriculum for the future" should look like. The Curriculum for the Future can help to ask essential questions about education, teaching and curriculum that we do not always have time or space to think about in our daily lives.
Ingebjorg Maeland & Åse Falch (NOR): The Learning Journey of a School for Drop-outs!
Ingebjørg Maeland (master degree in leading Education) has worked 40 years in different parts of the welfare and education system. The last 20 years she has been the head of Youth Invest AIB. Åse Falch has been a teacher for many years and guidiance for pupils. She is now assistent head of Youth Invest AIB.
YouthInvest AIB is a county municipal, practice-oriented and strength-based training offer for young people aged 16-24. The aim is to recruit and retain young people in upper-secondary education (upper-secondary school and apprenticeships) such that more young people gain qualifications and become attractive prospects for future working life. Trusting relationships are built through dialogue that emphasizes the young person’s strengths, enabling each individual to start using his or her unique potential. This contributes to higher completion rates, improved learning outcomes and young people becoming active members of society with jobs and meaningful lives. Admissions are ongoing throughout the school year, and it must be possible for someone to obtain a place within two days.
YouthInvest AIB’s vision is: "We learn together every day in a secure, strength-based and humour-filled environment, enabling all the young people to find their way in the education system".
Many young people have experienced a range of challenges in their lives that mean that time and energy has been devoted to coping with day-to-day life. These young people have little energy and few resources left to concentrate on school subjects. There may also be issues with learning difficulties that have not been adequately dealt with, and young people perceiving themselves as failures. The experience of not being seen and understood means that they lose faith in their ability to do anything. Everything becomes useless. This is sometimes confused with laziness or stupidity. The young people often need time and positive experiences with adults they can rely on before trust is built. This is where we at YouthInvest AIB want to help. YouthInvest AIB also enables young people to pick up subjects from the 10-year compulsory primary and lower-secondary school and provides support for external exams.

“All schools should be like this” – The Learning Journey of a School for Drop-outs!
YouthInvest AIB has worked to create a school that could fulfill the needs of youth who did not find a congenial home in the local public schools. Drawing from resources in social constructionism, appreciative inquiry, and positive psychology, this school now captures the interest of educators far and wide. Our hope is to demonstrate why our students say, “All schools should be like this”. This workshop will first allow participants to appreciate in more detail some of the most powerful learning tools we have used in the YouthInvest AIB. Then, joining with students themselves, participants will share their most positive experiences, and build appreciatively on these to envision schools that would enable the flourishing of all.
From 2007 we have focused on how to involve our pupils more into their own life. We developed what we call Appreciative Student Talks and roadmaps. It is a method of guidance which begins with everything that functions well with these students and focuses on helping them find their way to their own strengths. The talks highlight for them how they can use these strengths to realize their potential both at school and in the workplace. We want to demonstrate how we have these dialogs and how we use strength-cards to identify strengths combined with the road maps we create. The roadmaps are based on AI and the strength cards are based on Martin Seligman (1990, 2009, 2011) and Peterson’s theory. Our experience is that this is a wonderful way to show how wonderful it is that we are different, and to appreciate the differences. The cards can also be used to create teams. We have a number of tools based on these cards.
Tomoko Higashimura (JAP): Learning through Play
Tomoko’s theoretical background is social constructionism and she translated Kenneth Gergen’s book “An Invitation to Social Construction” into Japanese. She's teaching early childhood education and care at her university and does field research at a Japanese preschool (nursely school).

Learning through Play
“Learning through play” is a main principle of Japanese early childhood education and care. I’ve found this principle has some problems as well as important values. It causes misunderstanding of elementary school teachers which sometimes leads to maladaptation of children; the ambiguity of its meaning allows wide varieties of interpretation among preschools some of which pushes on an “earlier is better” kind of education. This presentation consists of three parts. Firstly I’d like to consider the principle theoretically based on theories such as “play-as-learning” approach by Nilson et al.(2017) and antinomies of education by Bruner(1996). Secondly, I’ll examine “how children learn through play” from some concrete cases of play activities observed in my fieldwork at a preschool. Thirdly and lastly, I’ll show that the concept of play has cultural gaps and there will be something peculiar to Japan based on a discussion with Swedish researcher and students with the method of video-cued multivocal ethnography (Tobin, et al., 2009).
Ali Döhler (DEU): Schulen im Aufbruch
Ali Döhler, born in 1955, is head of the Bildungswerk Aachen and project leader of the initiative "Schule im Aufbruch". Many years of experience in teacher training and as a school development consultant (ao at the 4th Aachen comprehensive school).

Schulen im Aufbruch
Schulen im Aufbruch (freely translated: 'Schools in Motion') is a movement in Germany that started 10 years ago. Their key question is how the potential of students and students can be optimally used in education. Enthusiasm and creativity of children and young adults should be the starting point for learning and teaching. How can we use that, preserve and develop further? All this requires a new learning culture, a new curriculum, and an appreciative attitude of professionals. Education should focus on the things which really do matter: trust, appreciation, relationship, responsibility, meaning. Schulen im Aufbruch stands for a holistic and transformative way of teaching as formulated in the UNESCO World Action Plan for Education for Sustainable Development. It is about taking responsibility for yourself, for your fellow man and for our planet. The initiators are constantly looking for positive and constructive "changers" who, as an inspiring platform, want to tackle this change together. By exchanging experiences. Inspiring each other with great examples! Let us make education meaningful together.
Fréderieke van Eersel (NED): Gestalt learning, learning from emotion and understanding!
Fréderieke van Eersel is part of the Gestalt learning team from her educational consultancy Eduet. Team Gestalt learning gives a new impuls to working with core concepts from a theoretical base. Fréderieke supports schools that work with Core Concepts or want to start working and based on the learning model of Gestalt Learning. In addition, from her passion for learning and searching for contemporary opportunities to improve education, she offers support in, among other things: vision development, setting up innovation processes, supervising innovation teams / management teams, designing contemporary education and working in commission from the Velon (Association for Teacher Educators)

Gestalt learning, learning from emotion and understanding!
Working with core concepts from Gestalt learning provides an answer to the educational challenges of this century. Gestalt learning, learning from emotion and understanding, focuses on the optimal development of talents in a way that closely matches the characteristics of the brain. The student builds a fundamental understanding of most of the phenomena from science, humanities and about himself and others. Understanding that, in contrast to knowledge, many decades remain relevant. During this workshop you will get acquainted with working with core concepts from Gestalt learning. What can you do with this in your (educational) practice? What does this require from education professionals and what could a teacher training program look like if you start from Gestalt learning?
Annemarie van den Broek (NED): Designing education together
Educational Engineers is a Center of Expertise that strives for sustainable innovation in education. Education is faced with the task of integrating the "future skills" integrally into the curriculum of all schools in primary and secondary education and teacher training. Global citizenship, thinking skills, digital literacy are examples of these Future Skills. Within our activities for Educational Engineers, we explore this topic together with students, teachers and experts and design education that can contribute to this. In this session you will become acquainted with the working method of the educational engineers and students and experts explain what this can deliver. It will be an active session and we ask you to think in advance about educational issues that live in your practice.
Freek Evers (NED): We Own the School
We Own The School (WOTS) consists of a group of teachers and school leaders who want to stimulate the conversation about ownership between pupils, teachers and school leaders. The central form of this conversation is the board game 'We Own The School'. With the help of this board game, a school can discover, through various theorems, how the ownership is divided in the school and what wishes and needs still exist in this area. In addition to the game, the group is available to help other schools develop ownership in the school. With this project Schoolinfo supports the management and further development of We Own The School. SchoolInfo does this with the ambition to share knowledge and expertise that is available in the sector with other schools.
Lucas Scherak (DEU): Educators Competences of Sustainable Development
Lucas Scherak is at the University of Vechta: Research fellow, lecturer and PhD student at the University of Vechta, scientific coordinator of the EU Erasmus+ Knowledge Alliance project “SDGs Labs – Make the SDGs our business”, board member of the RCE Oldenburger Münsterland; areas of expertise: (higher) education for sustainable development, competence-based teaching and learning, service learning.

A Rounder Sense of Purpose: Onderwijscompetenties voor duurzame ontwikkeling
The presented RSP Model consists of twelve ‘educator competences’, which means that they can be used as the basis of a training program and/or to assess educators who wish to improve their ability to contribute to education for sustainable development (ESD). Each competence has three learning outcomes, beneath these there are several underpinning components. RSP takes a broad view of what ‘competence’ means. We see it as something that grows out of practice and increasing knowledge, both of which are underpinned by values that drive us to improve our practice. This workshop looks at the framework from a learning perspective. What is missing, what can be learned from this, what needs improvement? The idea of this workshop is creating a dialogic format, where these envisaged competences are challenged and scrutinized.
Ger Pepels (NED): Performatory: collaboratively creating the learning environment
Ger Pepels: Leisure and Events of Breda University of applied sciences (BUAS).

Performatory: collaboratively creating the learning environment
Performatory is one of the tracks/specialisations within the domain Leisure & Events of Breda University of applied sciences (BUAS). We have built a learning environment in which the interactions between all involved contribute to experiential learning, knowledge development, network building and even business development. We offer a workshop in which we briefly share the history of Performatory and our learning vision. However, because it is rather difficult to explain the way it works due to the differences with traditional learning environment in higher education, we want to engage in a dialogue with the participants of the workshop. We will bring at least one lecturer, a student and an alumnus so that we can share experiences from different perspectives. The workshop can be conducted in both Dutch and English. We build our workshop on experiences with ‘A taste of Performatory’. All this comes of course, also with a lot of challenges.
Kenneth Gergen (USA): In dialogue with Kenneth Gergen
During this session an open dialogue will take place. Based on the keynote of Wednesday June 5. Ken will dialogue around Social Construction, education and co creating meaningful education. Some participants will be new to this conversation, because they booked only the second programming day of the ILF. For some participants the thought of Social Construction is quite new. But still they will discover that some elements of social construction are familiar with their own educational context. Ken will also briefly talk about the TAOS Institute, an important resource, when we talk about Social Constructions in all kind of working fields.
Ilka Deltrap (NED): Design Fiction & Innovation!
Ilka Deltrap is the driving force behind Sketch out Loud. Trained as a 1st-degree teacher in visual arts and visual design, she has been following a fascinating zigzag path for three areas: Education, Entrepreneurship and Design. The core of its activities is stimulating curiosity and developing visual, creative and innovative thinking skills in education. 

Co-Creating with children: Design Fiction & Innovation
In this interactive workshop you will become acquainted with the basics of Design Fiction. After a short introduction about innovation, you will work together on a fictional innovative design. You will experience the cycle of the creative process and the power of co-creation. Curiosity and creativity are stimulated. And we create a safe playing field with space to research, experiment and innovate together. Innovation means challenging the boundaries. Release from a fixed set of patterns and beliefs. Being able to cope with rapid changes, with uncertainty and "not knowing". Thinking in possibilities and opportunities. This requires, among other things, a creative mindset and the development of creative thinking skills. Design Fiction is a way to explore and create a possible future together. It challenges you to question assumptions and investigate beliefs. It is an impetus to have an open conversation about the desired future. 
Danae Bodewes (NED): We are still learning, so let’s learn together!
Danae Bodewes is a researcher at the Fontys research group of Business Entrepreneurship. Danae’s research focuses on entrepreneurial behaviour, curiosity, informal and non-formal learning. Her motto for education innovation is: It takes collaboration across a community to develop better skills for better lives. - Jose Angel Gurria. 

We are still learning, so let’s learn together!
As teachers, trainers and education innovators we are all still learning how to make our education as effective as possible. So let’s learn together. Which ‘future skills’ do students have to master? What is the most effective manner to develop future skills? Which challenges do we have to overcome to develop future skills in an effective manner? Fontys University of Applied Sciences interviewed her main stakeholders (studenten, teachers, researchers and professionals from the workfield) on these three questions. In this interactive workshop we share our main findings and challenge you to answer the same questions. What’s in it for you? Both indivually and together with others participants you will reflect on your personal thoughts, attitude and expectations about ‘future proof education’. Do we have enough common ground and sense of urgency to collaborate with our stakeholders and set our priorities on ‘future proof education’ straight? Are we ready to collaborate and shape the future of education together?
Toby Can (GBR): The Halcyon London International School
Toby Can is the Student Wellbeing Lead at Halcyon International School in London. He is a contributor to the International Baccalaureate's Social & Emotional Learning Committee, is a member of the European Network for Social & Emotional Competencies and led the Character Competency for Ecolint's 21st Learning programme in Geneva. After twenty years of school based experience. Toby is committed to developing practise that is relevant, transformative and nurturing.

Introducing Halcyon London International School.
In this session Toby will provide a short introduction of Halcyon School in three parts:
  • Understanding how we optimise our conditions to support independent learning.
  • Sharing evidence of how we nurture student wellbeing.
  • Explaining what’s next for our community and why.
Toby would like to use the majority of time in conversation with participants and will facilitate a lively and interactive session. This session will be joined by Barry Mansfield, Director and remotely by members of the student community.
Marvin Corneille (NED): Learning through entrepeneurship by students: DUH!
Marvin Corneille is Culture Counselor at the Public Primary Schools in Helmond and has both a teachers' and an art academy background. In addition to working in education, he has his own design agency.

Learning through entrepeneurship by students: DUH!
DUH! means Design from Helmond and represents the cultural project that returns every school year within the Public primary schools in Helmond.
4 years ago DUH! emerged as a project on design education, endingin a large exposition of all OBSH schools in a large empty building. Meanwhile, DUH! further developed into an "enterprise", in this case an art library run by students from the OBSH schools. It is a traveling project and every class, group within OBSH schools can DUH! a period of time. From making art, committing acquisition and managing the administration, everything is handled by students. We find it important that our students understand that cultural projects have a head and a tail and that more talents and collaborations are needed to shape beautiful projects. We give art meaning and our students learn in partnership what ownership and connection is.
In this presentation I would like to take you into the story behind DUH !
Hannah Downs, Lotte Cornelissen (NED): Forget what you know about teaching!
“A school without a timetable, without subjects and without homework. For the students of laboratory school Agora in Roermond it is very normal. The school has been active for three years now and the first students did their final exams this year.
"It is a very innovative school. The students decide for themselves what they want to learn and when. There are no teachers, but coaches and experts who guide you," says 15-year-old Lynn. She likes to accept that she has to cycle for 45 minutes to the school.
Lynn and her parents consciously chose Agora. The fact that children themselves are responsible for their learning process really appeals to them. "If they do nothing, they immediately experience that it has consequences," says mother Jinny.

Investigate what you find interesting
Schools throughout the Netherlands are experimenting with renewed forms of education, but Agora goes the furthest by completely abandoning the traditional model. According to Sjef Drummen, creator of the school, education as we know it has passed its expiry date. "Because of the strongly declining motivation of students and the increasing workload for teachers."
The concept that he came up with is popular. Agora now has 180 students. All ages and different learning levels - VMBO, HAVO and VWO - work side by side. They determine what the students explore with the help of the coach.
They work in so-called challenges, research projects. The subjects of these projects vary widely. In the first years it can actually be about anything. As long as the students find it interesting themselves. ”(taken from the article n.a.v. Nieuwsuur, by Linda de Groot and Karin Bakker) Workshop In the first part of this session, Rob Houben immerses you in the why and how of the Agorian ideas. Then he will give you the space to brainstorm with him, his colleagues and students and to look for applications in your own practice.

Not yet familiar with Agora?
Then have a look at this article.
Stella van der Wal-Maris, Cindy Teunissen(NED): Living and developing together sustainably
Dr. Stella van der Wal-Maris is lecturer in Future-oriented Education at four teacher training colleges: the Marnix Academy, the iPabo, De Kempel and Iselinge. Stella leads the "Education & Social Entrepreneurship" Research Program. Learning to undertake social entrepreneurship focuses on the one hand on developing compassion, empathy and caring, and on the other hand on learning to create value aimed at sustainable living and developing. Cindy Teunissen is a teacher at the Marnix Academy, and has supervised the fourth-year students in the development of games in which empathy development is central. Both Stella and Cindy participate in the UKids international project.

Living and developing together sustainably - an appeal to teacher training
High on the international development agenda is shaping a sustainable future together. The question of how to deal with this, engages many people inside and outside of education, and it is therefore a crucial question for teacher training. In the project, UKids, teacher training colleges from Finland, Denmark, Hungary, Austria, Portugal and the Marnix Academy, a teacher training college in Utrecht, jointly investigate how we can train socially involved teachers who can themselves actively contribute to a sustainable future and who can social entrepreneurship stimulate their students. This workshop focuses primarily on teacher training, but indirectly also on primary school learning. Fourth-year students develop games for primary education that aim to stimulate empathy. Compassion, empathy and care are seen as important drivers for social entrepreneurship. We briefly outline the design process that the students go through and their competence development. We then explore a game in small groups. The workshop results in reflecting on the chosen method and exploring other options for training to become educational professionals who can help shaping a sustainable future. The potential of the games for developing empathy among primary school students will also be discussed.